體育實習教師教學實務知識發展之研究

The Research of Physical Education Student Teacher's Developmental of Practical Knowledge

李雅燕(Ya-Yen Lee) ； 林靜萍(Ching-Ping Lin)

《臺灣運動教育學報》 9卷2期 (2014/11) Pp. 1-21

https://doi.org/10.6580/JTSP.2014.9(2).01

摘要

本研究目的在探討體育實習教師教學實務知識之內涵特質與影響因素。研究方法為個案研究，蒐集參與與錄影觀察、訪談、文件資料等，以三角檢驗法建立研究信賴度。研究結果發現：一、內涵與發展：（一）對實習教育情境脈絡的知識：個案都有初為人師的自覺與期待，重視體育教師專業形象建立，期望與學生關係互動良好，朝成為正式教師努力；（二）對學習者的知識：3位個案認知學生身體狀況的重要性。個案都能覺察性別差異，給予不同學習任務或時間；（三）一般教學知識：3位個案運用懲戒方式，使教學活動順利進行，和學生「搏感情」營造和諧氣氛；（四）學科教學知識：教學歷練使個案實務快速成長，如口語提示、說明與回饋更仔細，動作要領分析結構化，運用器材輔助，增加學習成功率，教學活潑與學生互動良好。二、來源與影響因素：過去學習經驗、教學經驗累積與輔導教師是主要因素。結論：實務情境中所產生的實務知識，會透過自身反省與判斷，發展出個人獨特的教學方式。

關鍵字

個案研究 ； 教育實習 ； 教學經驗

並列摘要

Purpose: To explore physical education student teachers' practical knowledge content and development, it aimed to analyze the factors that may influence over their practical training period. Methods: Used case studies, which drew on information collected from interviews, classroom observations and data analysis. The triangulation will to examine the reliability and validity. Results: 1. Content and development: (1) knowledge of study educational contexts: They also considered a PE teacher a profession which needs to establish professional image, interaction with students, and efforts to become an PE teacher; (2) knowledge of learner: Three cases were realize that taking students' health is very critical. They were aware that was a difference gender of students' learning ability, gave different tasks or more time; (3) knowledge of general pedagogical: Three cases were in order to make the class run smoothly, use discipline methods to correct students' behavior, but they also build up good relationship with students to create a harmonious atmosphere; (4) pedagogical content knowledge: Three cases were made great progress after several times of teaching. They gave prompts, instructions and feedbacks more carefully, analysis the main point of movement more structure, used the material to auxiliary, successfully established a good relationship with students in a lively atmosphere. 2. PE student teachers' practical knowledge source can be attributed to previous personal experiences, the gaining of teaching experiences as well as their mentor teachers' guidance in teaching. Conclusion: Practical knowledge developed within practical context will be reflected and judged by themselves and develop their own teaching styles.

並列關鍵字

case study ； practicum ； teaching experience

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